North Carolina Extended Content Standards

1
North Carolina Extended Content Standards

• American Institutes for Research
• North Carolina Department of Public Instruction
• March, 2006

2
Seymour Sarason

• It could be argued with a good deal of
  persuasiveness that when one looks over the
  history of man the most distinguishing
  characteristic of his development is the degree
  to which man has underestimated the
  potentialities of men.
• (Christmas in Purgatory, 1965, p. 107)

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Changing Curricular Context for Students with the
most Significant Disabilities

• Early 1970s
• Adapting infant/early childhood curriculum for
  students with the most significant disabilities
  of all ages
• 1980s
• Rejected developmental model
• Functional, life skills curriculum emerged
• National Alternate Assessment Center

• 1990s
• Also social inclusion focus
• Also self determination focus
• Assistive technology
• 2000
• General curriculum access
• (academic content)
• Plus earlier priorities
• (functional, social, self determination)
• Digitally accessible materials

4
Walk the Wall

• Divide into 4 teams A, B, C, D
• Move to designated area
• Divide each team into 4 main groups (1, 2, 3, 4)
  - 1 group for each curricular era
• Assign recorder within each subgroup
• Record pros and cons for your curriculum era
  (timed)
• Move on to next curriculum era when directed
• Review pros and cons and add further points
  (timed)
• Move on to next curriculum era when directed
• Repeat until back to starting point
  
• Review
• National Alternate Assessment Center

5
Developmental Model (1970s)

• Why rejected
• Not chronologically age appropriate
• Not functional (i.e., did not promote skills of
  daily living)
• Readiness- never ready
• Students did not follow the developmental
  sequence
• Criterion of ultimate functioning in
  community-teach what student needs for life

• What it looked like
• Visually track object
• Find partially hidden object (object permanence)
• Put peg in pegboard
• Wash hands and use the toilet
• Motor imitation (Pat your head)
• (National Alternate Assessment Center, 2005)

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Functional Curriculum (1980-1990)

• First options for adults with severe disabilities
  to live and work in the community
• Curriculum based on what is needed to live and
  work in the community
• Ecological inventory- assesses the environment
  to identify needed skills
• Chronologically age appropriate also called top
  down curriculum
• Applied behavior analysis foundation for
  systematic instruction methods widely supported
  in research
• (National Alternate Assessment Center, 2005)

7
Functional Curriculum

• Current status
• Continues to be valued and promoted in texts in
  Severe Disabilities
• Some critics suggest that it promotes separate
  curriculum atypical school experience
• Most educators blend functional with academic
• (National Alternate Assessment Center, 2005)

• What it looks like
• Task analysis of 10 steps to place an order at
  Burger King
• (Go to counterplace orderetc.)
• Repeated trials of counting out 5.00
• Repeated trials of reading sight words
  hamburger, fries

8
Social Inclusion Movement (Mid 80s and 90s)

• Inclusion in general education as a civil right
• Neighborhood school, general education class,
  belonging/full membership
• Activities to promote social inclusion/teach
  social interaction
• Self determination
• Emphasis on student making own choices
  person-centered planning
• Provide support for inclusion versus expecting
  student to earn inclusion by learning
  prerequisite skills
• (National Alternate Assessment Center, 2005)

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Self Determination Model (late 90s)

• What it looks like
• Choose restaurant choose order
• Greet peer in English class
• Self instruction to perform job task
• Pass item to peer in cooperative learning
  activity
• Use switch to make choice or activate a device
• (National Alternate Assessment Center, 2005)

• Current Status
• - Some states alternate assessment include
  quality indicators related to inclusion,
  self-determination factored into student scores
• - General curriculum access as a right
  versus earning it with progression of skills

10
Access to the General Education Curriculum (late
90s to present)

• Not just access to general education settings but
  access to CONTENT and expectation for learning
• Even students in separate settings have this
  expectation
• Assessing progress on state alternate content
  standards
• Teaching grade level academic content with
  expectations for alternate achievements

11
Access to the General Curriculum

• Current status
• New for most educators including experts in the
  field
• Many students receiving academic instruction for
  the first time
• Some educators worry about loss of focus on
  functional curriculum see it as either/or

• What it looks like
• Same/ similar materials and activities as peers
  in general education
• Indicate comprehension of main idea of story by
  selecting picture
• Use technology to solve math problem chart data
• Were learning how to do it better each day
• (National Alternate Assessment Center, 2005)

12
Access to the General Curriculum

• All students having the opportunity to learn
  academic content
• Sequential versus catalog approach to curriculum
• Availability of assistive technology and
  digitally accessible materials
• Less complex performances of grade level
  achievement standards
• But high expectations are creating success
  stories
• (National Alternate Assessment Center, 2005)

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How did we get here?

• IDEIA 2004 requires that all students have access
  to the standard course of study in North Carolina
  at grade level.
• IDEIA requires that all students be tested in
  order to demonstrate proficiency with the content
  standards at grade level.

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North Carolinas response

• NC EXTEND1 will assess students who access the NC
  Standard Course of Study through content
  extensions derived at each grade level for the
  content areas of Science, English-Language Arts,
  and Mathematics.
• NCEXTEND1 will replace the NC Alternate
  Assessment Portfolio for 2006-2007.

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A Common Language Towards a Common Goal

• Lets establish working definitions of terms that
  we will be using throughout the day.
• Then well incorporate these terms into an
  understanding of DPIs process of developing
  content standard extensions.

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Terminology

• Content Standard Extensions
• Establish an expectation of what students should
  be able to know and be able to do that differs in
  depth and complexity from the expectations for
  other students at a particular grade level
• A content standard that has been expanded while
  maintaining the essence of that standard, thereby
  ensuring that all students with significant
  cognitive disabilities have access to, and make
  progress in, the general curriculum

17
Terminology, cont.

• Performance level descriptors
• Describe how much students should know and be
  able to do
• Describe what students at each achievement level
  should know and be able to do

18
Terminology, cont.

• Entry points
• represent a further definition of the extensions
  of the standard course of study
• represent the breadth, depth, and complexity of
  the content standards at varying levels of
  ability
• should represent a continuum of opportunities for
  exposure to the content standards. Exposure is a
  key in teaching the standards.

19
Terminology, cont.

• Symbolic, Early Symbolic, Pre-symbolic levels of
  ability
• Activity
• At your table, or within your group, discuss the
  varying behaviors at the Symbolic, Early
  Symbolic, and Pre-Symbolic levels (see handouts
  at your table).
• Identify examples of these behaviors based on
  your experiences with students with significant
  cognitive disabilities.
• Assign a spokesperson who should be prepared to
  share with the large group

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Behaviors Related to the Symbolic Level

• Communicates with symbols (e.g., pictures) or
  words (e.g., spoken words, assistive technology,
  American Sign Language, home signs).
• May have emerging or basic functional academic
  skills
• decoding and comprehension
• knowledge of meaning in a variety of symbols
  (pictures, logos, signs, letters, numbers,
  symbols or words)
• counting or number recognition
• identifying or categorizing by a variety of
  attributes
• emerging or basic number sense and/or computation
• understanding of models or simple representations
• emerging writing or graphic representation for
  the purpose of conveying meaning through writing,
  drawing, or computer keying

21
Behaviors at the Early Symbolic Level

• Demonstrates emerging knowledge of symbols (e.g.,
  pictures, logos, associated objects flag for
  circle time).
• May have limited emerging functional academic
  skills
• limited or emerging knowledge of graphic symbols
  (logos, restroom signs, etc.)
• limited or emerging knowledge that objects may be
  symbolically or graphically related to an
  event, activity or another object (cereal box for
  cereal, photo of toys for play area, picture of
  bus for go home)
• may respond to a variety of instructions (verbal
  or pictorial)
• may categorize by 1 or more attributes
• may demonstrate knowledge of a variety of
  cause-effect relationships.

22
Behaviors at the Pre-symbolic Level

• May demonstrate intentionality shows interest,
  directed focus, purpose or desire for a result
  through behavior
• Beginning to build intentional communication may
  use idiosyncratic gestures, sounds, and movements
  to communicate with others
• Does not discriminate between pictures or other
  symbols (and does not use symbols to communicate)
• Associates objects or physical settings with
  routine activity - cup means drink, diaper means
  lie down
• Demonstrates limited or simple understanding of
  cause and effect with immediate and frequent
  routines
• May have the capacity to sort very different
  objects, may use trial and error
• May demonstrate emerging knowledge of
  cause-effect relationships
• May manipulate (put in mouth, touch, grab, etc.)
  or engage in repeated movements to gain knowledge
  of objects
• Starts to combine objects (e.g., place one block
  on another)

23
Terminology, cont.

• Depth start with the standard and go deep
• The Competency
• The Extension
• Symbolic Entry Point
• Early Symbolic Entry Point
• Pre-symbolic Entry Point

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Developing the Extensions of the NC Standard
Course of StudyThe Process

• Phase I
• Content standard extensions were developed
  through collaborative efforts of 5 divisions of
  the NC Department of Public Instruction
  (Elementary Education, Middle Grades Education,
  Secondary Education, Accountability, Exceptional
  Children)
• Developed for students who are performing at a
  pre-symbolic, early symbolic, and symbolic level
  of ability.

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The Process, cont.

• Phase II
• Formation of a 48 member task force consisting of
  parents, school and system administrators,
  regular and special education teachers, and
  testing coordinators.
• 9 subcommittees were assembled within this task
  force representing elementary, middle grades, and
  secondary science, English/language arts and
  mathematics.
• This task force devised Extensions of the NC
  Standard Course of Study, reflecting access to
  the standards at the 3 levels of ability.

26
The Process, cont.

• Phase III
• The NCEXTEND1 will be developed by staff of NCDPI
  with stakeholder input
• Performance Level Descriptors for each level of
  ability will be developed in the fall
• Objective to assure that the assessment
  provides valid and reliable means of assessing
  student performance on grade-level content
  standards, given the specific abilities of
  individual students.

27
The Process, cont.

• Training
• Overview and background
• Review of standards
• Translating standards into goals
• Translating standards into activities and
  materials

28
Lets break!
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Review of the StandardsTime to Dig In!

• Activity
• Based on the color of the pail and shovel on your
  table, take 20 minutes to
• Review and discuss the content standard
  extensions, sampling from elementary, middle
  grades, and secondary and their linkage to the
  grade level standard
• Be prepared to share with the large group
  examples of the extensions from elementary,
  middle grades, and secondary level in language
  that you will use when explaining this to
  students parents.
• Science
• English/Language Arts
• Mathematics

30
Head for the Door!
Lunch Time!
31
Translating Standards into Goals, Activities and
Materials

• Creating a Balance
• How am I assuring access to the general
  curriculum?
• How am I assuring that this goal is functional,
  meaningful and relevant?
• Am I assuring that the goal adequately addresses
  the students present skill level?

32
Identifying Instructional Goals

• Step 1
• Can the student address learning standards at
  grade-level expectations in the subject being
  addressed?
• If yes, then
• Design age-appropriate instruction based on
  learning standards in this subject, at a level
  that challenges the student.
• If no
• Proceed to Step 2

33
Identifying Instructional Goals

• Step 2
• Can the student address entry points at this
  grade level that are more complex?
• If yes, then
• Design age-appropriate instruction based on
  learning standards in this subject, at a level
  that challenges the student.
• If no
• Proceed to Step 3

34
Identifying Instructional Goals

• Step 3
• Can the student address entry points at this
  grade level that are less complex?
• If yes, then
• Design age-appropriate instruction based on
  learning standards in this subject, at a level
  that challenges the student.
• If no
• Proceed to Step 4

35
Identifying Instructional Goals

• Step 4
• When it has been determined through repeated
  attempts that the student at present cannot
  address learning standards even at the least
  complex entry point, the student should address
  access skills (social, motor, and communication
  skills) while participating in academic
  instruction.

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Whats He Going to Get Out of This
Class Really?

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Challenges of Educating Students with Severe
Disabilities in General Education

• Abstract Concepts
• Fast Pace
• Verbal Emphasis
• Appear to Require Highly Academic Skills
• Large Group Activities
• June Downing, Access Center Webinar, September
  2005

38
Adapting Academic Tasks

• Simplify Tasks
• Add Information
• Target Much Easier Concepts
• Have Less to Do
• Make More Active
• Make Tangible
• Make Materials Larger/Add Color
• Make it Fun/Game-like when Possible
• June Downing, Access Center Webinar, September
  2005

39
Analyzing a Lesson to Identify Meaningful
Learning Opportunities

• Can any meaningful vocabulary be targeted?
• What general knowledge would be important to
  teach?
• Can comparisons be made? (past/present, size,
  shape, amount, appearance)
• What math skills can be targeted?
• June Downing, Access Center Webinar, September
  2005

40
English Literature

• Build Vocabulary
• Identify Big Ideas
• Determine color of ink to write with
• Same/Different concepts
• Count particular items on pages
• Add page numbers
• Sign name
• June Downing, Access Center Webinar, September
  2005

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A 7th Grade Example

• Whale Rider by Witi Ihimaera

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BIG IDEAS

• Family

• Ocean

• Whales

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Vocabulary

• Familygirl, boy, grandmother, grandfather,
  brother, old
• Oceanwater, fish, wet, dry, salt, shells, blue,
  white
• Whalesbig, small, swim, eat, ride, on, gray,
  fish
• June Downing, Access Center Webinar, September
  2005

44
Comparisons

• Girl vs Whales
• Big vs Little
• Swim vs walk
• Wet vs dry
• Old vs young
• June Downing, Access Center Webinar, September
  2005

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Numeracy

• Count stranded whales
• Count shells
• Count family members
• Compare number of boys to girls
• June Dwoning, Access Center Webinar, September
  2005

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Check for Comprehension

• The girl rode on the
• surfboard whale
• The girl loved her
• grandfather boyfriend car

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Geometry

• Recognize Shapes (match)
• Count Like Shapes
• Recognize/Sort Big/Little
• Find Objects of Certain Shape
• Sort by Color
• June Downing, Access Center Webinar, September
  2005

48
Algebra

• Identify Numbers (2x 3y 14)
• Match Numbers
• Use a Calculator
• Create Problems with Objects (count)
• Identify Largest of Two Numbers
• June Downing, Access Center Webinar, September
  2005

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Science

• HealthDecide good vs. bad things to eat, drink,
  do sort by food groups
• WeatherDetermine what to wear in different
  weather (concepts of hot/cold/rainy)
• AstronomyCount stars/planets, match by
  size/color, vocabulary associated with
  constellations
• June Downing, Access Center Webinar, September
  2005

50
More Science

• Earth ScienceCare for plants, read color words
  (green/brown), vocabulary, read instructions
  (pictorial/written)
• BiologyIdentify body parts and functions, count
  body parts, sort pictures (concepts of
  same/different)
• ElectricityUse of switches to turn on
  appliances, read words on/off, identify items
  needing electricity
• June Downing, Access Center Webinar, September
  2005

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Infused Skills Grid

• Determine which access skills are addressed in a
  students IEP
• Evaluate whether these skills can be taught
  during content instructional time
• Infuse skills instruction into content
  instructional time
• Thereby increasing inclusion time when
  appropriate.

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ReadyBreak!!!

• Take 10-15 minutes to recharge

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Lets Dig Deeper

• Investigate the resources on your table, e.g.
  Oklahomas Priority Academic Student Skills,
  South Dakotas Alternate Academic Content and
  Achievement Standards, Tasks Galore.
• Design activities (as many as time permits) for
  the content standard extensions you presented to
  the large group earlier today.
• Be prepared to share these activities with the
  large group in 15-20 minutes.

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Next Steps

• Establishment of Regional listserv to share
  activities as LEAs develop them.
• This training presentation is available from the
  Regional coordinator for you to use to train
  LEAs.
• Visit the Access Center website for additional
  resources, links, etc. at
• www.k8accesscenter.org.